Language for literacy:

Preparing our children for 3rd grade reading

National Smart Start ConferenceGreensboro, NC

May 7, 2014

Kathy Hirsh-Pasek, Ph.D.Temple University

A riddle for policy makers

What does the 30-million word gap have to do with the 3rd grade reading guarantee?

OR….Why did US kids still look terrible on the PISA scores released this year?

24th in line….

The answer in this presentation??

Reading performance depends on strong early language development! And many of our children start out with poor language skills.

Reading is complexOne second in the mind of a reader

From processing visual print

To decoding sights to sounds (B-O-Y = boy)

To infusing text with meaning

In Scarborough’s terms

We know a tremendous amount about the word recognition or “code” skills

And they are critical for learning to read

But code skills are not enough!

Hebrew

Greek

You have to translate print into meaning!

And we know much less about how to support language for

reading

• Language is a critical foundation for reading

• 6 Evidence-based principles of language learning that support reading

• Implications and Policy recommendations

A Talk in 3 parts

• Language is a critical foundation for reading

• 6 Evidence-based principles of language learning that support reading

• Implications and Policy recommendations

A Talk in 3 parts

The Evidence

Early language abilities are directly related to later reading abilities Direct effects (NICHD ECCRN, 2002; Dickinson & Tabors, 2001)

1137 diverse sample from 3 years to 1st and 3rd grade Lee, 2011 (N=1073; early language relates to language and

reading achievement up to 5th grade) Grissmer, 2011 (language and attention in K predict 4th grade

reading better than does reading at K)

Early language abilities are indirectly related to reading through code skills like phonemic awareness; to finding the “b-sound” in “boy.” These code skills are then related to reading. ( Munson et al; 2004,2005; Storkel, 2001, 2003; Whitehurst &Lonigan, 1998, 2001; Silven et al., 2007) Indirect effects (Storch& Whitehurst, 2002)

626 low-income children, 4 yrs to 4th grade Language skills become relatively more important than code

skills for reading over time. The shift from learning to read to reading to learn. (Storch& Whitehurst, 2002; Catts et al., 2006; Vellutino et al, 2007).

More recently… Reviews of the relationship between language and

reading show a persistent, strong and significant role of early language on reading…

Harris, Golinkoff and Hirsh-Pasek, 2011 See Marulis&Neuman, 2011 for a review

Despite these facts, Most instruction in early school and most of our policy

recommendations are focused on code skills rather than on the language skills that support reading.

Goodson, Layzer, Simon, & Dwyer,2009

And for low income children this can have dire consequences

”learning minority” learners who entered kindergarten with limited English proficiency had large persistent deficiencies in English reading achievement…Even the students who acquired English most rapidly, in the course of a year of kindergarten, continued to lag behind the national average for native English speakers by more than .33 standard deviation in 3rd and 5th grade.

p. 865, Kieffer, 2008

1995: Hart and Risley

Examines language input to children from…

WelfareWorking classProfessional

families

(see also Hoff, 2002, 2003, 2013;Rowe et al., 2013; Pancsofar& Vernon-Feagans, 2010)

Results?

Number of words heard per hour by children in each group:

Welfare - 616

Working Class -1, 251

Professional - 2,153

Significance?

•Vocabulary assessed at age 3 predicted PPVT scores at age 9-10 (r = .58) and TOLD (more comprehensive) r = .72

•Vocabulary at age 3 correlated with reading comprehension scores on Comprehensive Test of Basic Skills r = .56

•By second grade middle class children have 6000 root words; lower income 4000 -- 2 grade levels behind (E. Dale & O’Rourke, 1981)

Children’s vocabulary scores reflect the achievement gap by age 3!

1996: Saffran, Aslin& Newport

The amount of language you hear matters because babies do statistical learning on the input they hear to find patterns of sounds and words!

2009: Fernald finds

That the amount of language a child hears also affects processing speed and hence later acquisition of vocabulary – findings that hold in English and Spanish.

Gaps in the amount that children hear and in the processing speed are evident as early as 9 months of age

And early vocabulary is one of the best predictors of later reading ability! See also Weisleder and Fernald,

2013

2010: Hackman& FarahSES is an important predictor of neuro-cognitive performance, particularly of language and executive function, and that SES differences are found in neural processing even when performance levels are equal.

See also Raizada et al., 2008: These findings suggest that the weaker language skills of low-SES children are related to reduced underlying neural specialisation, and that these neural problems go beyond what is

revealed by behavioural tests alone. (p. 1392)

And Kuhl, 2013 (White House Conference) for additional evidence in early brain growth

These findings are particularly important for those learning English as a second

language

As lower SES families, they will have depressed input even in their first language

Spanish speaking low-income parents are unlikely to offer much input at all in their new “foreign” language

• Among English Language Learning children: • 65.9% - lower-income households• 40.8% come from families with less than a

high-school degree

If reading is parasitic on language and not just on decoding, the question before us is how we can strengthen the language outcomes that children will need for reading

• Language is a critical foundation for reading

•6 Evidence-based principles of language learning that support reading

• Implications and Policy recommendations

A Talk in 3 parts

Distilling from the literature, we boldly (or was that tentatively) suggest 6 principles of language

learning that can be used to enhance language outcomes and the

foundation for reading

The 6 principles1. Children learn what they hear most-- frequency

matters

2. Children learn words for things and events that interest them

3. Interactive and responsive environments build language learning

4. Children learn best in meaningful contexts

5. Children need to hear diverse examples of words and language structures

6. Vocabulary and grammatical development are reciprocal processes

1. Children learn what they hear most-- frequency matters

• Hart &Risley (1995)

• Amount of speech is important for statistical learning (Saffran et al., 1996)

• Amount of speech is important for speed of processing (Fernald, 2009; Weisleder& Fernald, 2013)

A closer look at Fernald (2009): Amount matters because it increases processing

speed!

Enter “looking while listening”

The amount of input also affects processing efficiency!

The 6 principles1. Children learn what they hear most

2. Children learn words for things and events that interest them

3. Interactive and Responsive environments build language learning

4. Children learn best in meaningful contexts

5. Children need to hear diverse examples of words and language structures

6. Vocabulary and grammatical development are reciprocal processes

The evidence?Children learn words for things and events that interest them

L. Bloom’s Principle of Relevance “Language learning is enhanced when the words a child hears bear upon and

are pertinent to the objects of engagement, interest and feelings…” (p.19)

Babies attach labels to interesting not boring objects Pruden, Hirsh-Pasek, Golinkoff&Hennon, 2006

Evidence from babies and toddlers in joint attention: talk about what baby is looking at and examining and baby is more likely to learn a word than if you try and change the child’s focus of attention Akhtar, Dunham & Dunham, 1991; Tomasello& Farrar, 1986

Introducing the 6 principles

1. Children learn what they hear most

2. Children learn words for things and events that interest them

3. Interactive and responsive environments build language learning

4. Children learn best in meaningful contexts

5. Children need to hear diverse examples of words and language structures

6. Vocabulary and grammatical development are reciprocal processes

The evidence: Interactive and responsive environments build language learning

• What counts as sensitive and responsive language?

• Talking with not talking at• Expanding on what the child says and does• Noticing what the child finds interesting and

commenting• Asking questions rather than just making demands

Encouragements(Affirmatives, praising)

Evidence 1: Back to Hart and Risley

Discouragements(Prohibitions, negative evaluations)

There is wide variability in the sensitivity and responsivity parents show to child language

Evidence 2: Focus on Hirsh-Pasek &Burchinal (2005) using the NICHD ECCRN Data Base

The type of sensitivity pattern children experienced over time related to 54 month outcomes in language and in

academic achievement (e.g. reading).

Evidence 3: Video chats vs TVRoseberry, Hirsh-Pasek and Golinkoff, 2013

Tested word learning from 24- to 30-month-olds in one of three ways: Video Chat Training (responsive and contingent but

2D) Live Interaction Training (responsive and contingent

3D) Yoked Video Training (a pre-recorded video not

responsive or contingent)

Results – How did children respond to video chats compared to live

interactions?

Learning from video chats was more like LIVE than like TV

Example 4: The cell phone study

And what happens to word learning when we BREAK the interaction?

Reed, Hirsh-Pasek &Golinkoff, 2013

The 6 principles1. Children learn what they hear most

2. Children learn words for things and events that interest them

3. Interactive and responsive environments build language learning

4. Children learn best in meaningful contexts

5. Children need to hear diverse examples of words and language structures

6. Vocabulary and grammatical development are reciprocal processes

The evidence: Children learn best in meaningful contexts

Studies on shape learning with 4-year-olds

Fisher, Hirsh-Pasek, Newcombe&Golinkoff, in press

Spatial language through block play with 4-year-olds

Ferrara, Shallcross, Hirsh-Pasek, Newcombe&Golinkoff, 2011

Recent studies from our lab suggest that children learn richer vocabulary in playful learning where the information is meaningful than they do in direct instruction methods devoid of meaningful engagement.

This has been found in…

The 6 principles

1. Children learn what they hear most

2. Children learn words for things and events that interest them

3. Interactive and responsive environments build language learning

4. Children learn best in meaningful contexts

5. Children need to hear diverse examples of words and language structures

6. Vocabulary and grammatical development are reciprocal processes

The Evidence: Children need to hear diverse examples of words and

language structures Amount and diversity of verbal stimulation fosters early and rich

language outcomes Beebe, Jaffee&Lachman, 1992, Snow, 1986. Tamis-LeMonda& Song, 2012;

Rowe, 2012

When fathers used a more diverse vocabulary in interactions with their infants at 6 months of age, their children developed more advanced communication skills at 15 months accounting for 7% of the variance.

Pancsofar& Vernon –Feagans, 2010; Rowe et al. , 2004

Children’s vocabulary performance in kindergarten and later in second grade related more to the occurrence of sophisticated lexical items than to quantity of lexical amount of child's talk produced during the interactive settings, at age 5, predicted 50% of the variance in children's second grade vocabulary

Weizman& Snow (2000)

The 6 principles1. Children learn what they hear most

2. Children learn words for things and events that interest them

3. Interactive and Responsive environments build language learning

4. Children learn best in meaningful contexts

5. Children need to hear diverse examples of words and language structures

6. Vocabulary and grammatical development are reciprocal processes

The evidence:Vocabulary and grammatical development

are reciprocal processes

Words and grammar are “developing in synchrony across the first few years of life” (Conboy&Thal, p.209)

In a bilingual sample, the amount of English words predicts English grammar and amount of Spanish words predicts the onset of Spanish grammar (Conboy&Thal, 2006)

There is a reciprocal relationship between words and grammar: sometimes grammar allows children to learn words (Naigles, 1990; Gillette, Gleitman, Gleitman&Lederer (1999) Imai, Li, Haryu, Hirsh-Pasek, Golinkoff, &Shigematsu (2008); Fisher & Song (2006)

Reprise: We can define language learning through

6 basic principles

1. Children learn what they hear most

2. Children learn words for things and events that interest them

3. Interactive and responsive environments build language learning

4. Children learn best in meaningful contexts

5. Children need to hear diverse examples of words and language structures

6. Vocabulary and grammatical development are reciprocal processes

And these principles hold equally for children learning one or two languages!

• Language is a critical foundation for reading

•6 Evidence-based principles of language learning that support reading

• Implications and Policy recommendations

A Talk in 3 parts

The practical challenge:The 6 Principles in practice

Three Mothers and an EggplantFoundation for Child Development (2009)

The 6 Language principles in two language styles

Children learn what they hear most

Children learn words for things and events that interest them

Interactive and Responsive environments build language learning

Children learn best in meaningful contexts

Children need to hear diverse examples of words and language structures

Vocabulary and grammatical development are reciprocal processes

Mother 3 Mother 1

yes no

yes maybe

yes no

yes no

yes no

yes maybe

Can we train parents and teachers to be more like mother 3?

We need to systematically manipulate the 6 principles, and change language trajectories for

young children by starting early

Use o

f 6

Pri

ncip

les o

f la

ng

uag

e

Language for reading is malleable!(Dickinson, Hirsh-Pasek

&Golinkoff (2012)

Some examples of curricular changes

We also trained parents and caregivers in our work on the California Preschool

Curricula

The California Curricula

The Goal: Building language to support reading and school outcomes

The Design: Putting the 6 principles to work

An example:

Armand finds a worm on the playground and gently carries it to show the teacher. A group of excited children follow him, eager to learn more about the worm. Ms. Krim asks, “What did you find there, Armand?” as she signals to others to join the conversation. “Is it alive?” one child asks. The teacher responds, “What do you think? How could we tell?”

Principles: interest, interactive and responsive, meaning, vocabulary and grammar

And example of using the 6 principles in the wider community

Turning supermarkets into children’s museums

Ridge, Ilgaz, Weisberg, Hirsh-Pasek &Golinkoff, in progress

In collaboration with Fresh Grocer

RESULTS?

In low income neighborhoods, we got a 33% increase in parent/child language when the signs were up.

We are creating assessments to examine milestones in language growth for English and Spanish speaking

childrenThe Computer-Administered Early Language Screener (CELS)

Vocabulary Grammar

Pro

duct

sPro

cess

Which one is the doorknob?

Can you find the blue fep? Show me where the girl is frepping the boy.

Show me a dog behind a black table

IES grant to Golinkoff, Hirsh-Pasek, Iglesias, DeVilliers& Wilson

Policy implications??Reading outcomes will not be strong unless a child’s language is strong

Start early: A large portion of North Carolina’s children are in preschool which is great, , but even 4 years of age is too late to groom great language skills

Mandate professional development to link research and practice; language to reading. So, in every document you write for early reading achievement add the word “language” when you see the word “literacy”

Demand high teacher to child rations (so that children get enough direct input)…Perhaps working with Teach for America to place more language rich teachers in preschool and elementary classrooms

Ensure high quality language in – not TV, or mere exposure to words through book reading, but meaningful social interactions with words

Use a curriculum that covers broader domains (social studies and science) and that goes beyond the classroom

Ensure that teachers and parents use the curricula (assess through observation & process measures)

Think beyond the classroom: Ask how the broader community of pediatricians and business people can reinforce what goes on in school

Ensure that evidence based practice in preschool aligns with practice in higher grades. That is align the “speaking and listening” and literacy components of the Core and ask how preschool policy can feed into these benchmarks. NOTE, this does not mean merely spreading the core for K down into PreK.

Recognize that what is good for typically developing monolingual children is also good for second language learners!

Policy implications cont??

1. Reading is a complex process

2. We know about how to support code skills and less about language to support reading

3. Yet those who study language development in the crib have lessons for the classroom

4. Six principles of language learning can help us promote strong language for reading for all children

5. We can put these principles into practice now and can help every child build a foundation for reading

In sum…

B-O-Y

And thanks to NSF, IES and NIH for funding research on these issues